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171.
Jonathan Ospina Betancurt Maria S. Zakynthinaki Maria Jose Martínes-Patiño Carlos Cordente Martinez Carmen Rodríguez Fernández 《Journal of sports sciences》2018,36(11):1262-1268
The purpose of this study was to assess the veracity of the Court of Arbitration for Sport’s assertion that sex-differences in athletic performance in elite-standard track and field competition is of the order of 10–12%. Exponential curves were fitted to the data of selected track and field events of the finals of all IAAF World Championships and Olympic Games from 1983 to 2016. For each curve, the coefficient of determination R2 was calculated, in combination the corresponding 95% confidence intervals for the curve constants. Sex-differences were evaluated via differences in the fitted curves between men and women. Mean performances of winners, as well as overall performance means of all participants, were also analyzed. The calculated sex-difference was 8.2 ± 1.0% – 11.8 ± 2.1% for sprints, 10.3 ± 3.3% – 12.8 ± 4.0% for middle and long-distance events, 9.7 ± 2.9% – 13.1 ± 2.9% for relays and 14.2 ± 2.2% – 25.0 ± 4.4% for jumps. This study therefore confirms that the percentage difference accepted by the CAS is appropriate for elite-standard track and field events. 相似文献
172.
173.
Carmen Fies Juliet Langman 《International Journal of Science and Mathematics Education》2011,9(6):1415-1438
We report on a case study that took place in a southwestern culturally and linguistically diverse urban high school science
classroom during a grade recovery summer session. The introduction of a technology-infused unit on epidemiology engaged students
in a multi-contextual exploration of the spread of diseases. The analysis of the resultant classroom discourse centers on
connections made and identities expressed by the students (as students, social beings, avatars, and scientists), with particular
attention to how these students use language to bridge worlds (the participatory simulation world, the classroom world, the ‘real’ world (outside the classroom), and the laboratory (science)
world). The results indicate that including a participatory technology tool supported students’ learning journey. Specifically,
students built on a shared virtual experience in ways that helped them to draw and expand on prior experiences well beyond
the classroom in the service of developing science understanding. 相似文献
174.
175.
Carmen Mills 《Educational Philosophy and Theory》2015,47(2):146-158
AbstractDrawing on the theoretical constructs of Pierre Bourdieu, this article explores implications of the Australian My School website for schools located in disadvantaged communities. These implications flow from the legitimisation of certain cultural practices through the hidden linkages between scholastic aptitude and cultural heritage and the resulting reproduction of social and cultural inequalities. Seeing transformative potential rather than determinism in Bourdieu’s theoretical constructs, the article also suggests ways forward for improving the educational outcomes of students in disadvantaged communities. A transformation of the ‘field’ is central to this. 相似文献
176.
Antonio González Ángeles Conde Pino Díaz Mar García Carmen Ricoy 《Higher Education》2018,75(4):625-642
Instructors’ teaching styles in higher education are an issue of major importance because these interactions affect students’ self-perceptions, involvement, and achievement. This study aimed to test a theoretical model of relations between perceived teaching styles (autonomy support, structure, and control) and competences, self-efficacy, and commitment in pre-service teachers; to assess the invariance of the model in two samples; and to analyze the mediated relations between these variables. Measures were collected from 842 Spanish pre-service teachers. As main research implications, teaching styles predicted acquired competences, competences predicted teaching self-efficacy, and self-efficacy predicted commitment to the profession. This model was equivalent in two samples of childhood and primary education pre-service teachers. Competences and self-efficacy mediated the relationships between variables. As practical implications, this study clearly shows the need for different interventions to enhance adequate instructors’ teaching styles and to foster among novice pre-service teachers the acquisition of professional competences, initial self-efficacy, and a good level of commitment to their profession. 相似文献
177.
178.
Carmen?CamareroEmail author Ma?José?Garrido Eva?Vicente 《Journal of Cultural Economics》2011,35(4):247-266
Our work pursues a twin aim. Firstly, we explore the influence of organizational size on innovations in museums as well as
its impact on museums’ economic, market and social performance. Secondly, we analyse how the (public–private) funding of such
organizations impacts innovation and performance. The empirical work is based on information from a survey of 491 museums
(British, French, Italian and Spanish). We find that museum size does prove relevant in the commitment to engage in innovation
but that public funding of museums does not encourage innovation. We also highlight the importance of the explanatory power
of the type of funding on the performance of these cultural organizations. This research also reveals how organizational and
technological innovations as well as innovation in value creation in museums enhance economic, market and social performance. 相似文献
179.
Carmen Álvarez- Álvarez 《Public Library Quarterly》2019,38(1):72-84
Some organizations in Spain that seek to foster innovation in reading are keen to establish book clubs or dialogical literary gatherings. However, there are notable differences between these two practices that are not always clear. This paper presents the results of an observational study based on participant observation and interviews with key informants that tackle their similarities and differences in school and social settings. The results show that their differences lie in origin, purpose, methodology, and coordination, among others. The conclusions show different paradigms behind these practices, and organizations should opt for one or the other. 相似文献
180.
Alberto Grao-Cruces David Sánchez-Oliva Carmen Padilla-Moledo Rocío Izquierdo-Gómez Verónica Cabanas-Sánchez Jose Castro-Piñero 《Journal of sports sciences》2020,38(7):780-786
ABSTRACTThe aims of this study were (i) to examine the sedentary time (ST) during different time periods [i.e., weekend, out-of-school weekdays hours, school hours, recess, physical education classes (PEC)] in children and adolescents; (ii) to identify 2-year longitudinal changes in the ST for these periods; and (iii) to examine if ST at baseline is associated with ST 2 years later. This was a 2-year follow-up study with 826 (51.9% boys) children and 678 (50.7% boys) adolescents. Accelerometers were used to assess ST. Students spent more than 60% of their weekend, out-of-school hours and school hours in ST. During these periods, girls and adolescents were more sedentary than boys and children, respectively (p < 0.05). Over 2-year follow-up, ST increased during the weekend, out-of-school hours, school hours and recess in all subgroups studied (p < 0.001). ST during PEC declined 2% per year in children (p < 0.001) but it increased in adolescents (p < 0.05). ST during the periods analysed at baseline was lowly associated with ST during these periods 2 years later (intraclass correlations from <0.001 to 0.364). Interventions in these settings may be adequate if the intention is to avoid ST increase in students. 相似文献